Fostering Student Academic Growth Through the Standards Based Grading Model

This research discusses the implementation of standards based grading within a secondary social studies classroom and how this system effectively promotes student learning and academic growth. I discuss the experiences and quantitative data derived from previously implemented standards based grading systems by educational professionals as well as provide a comprehensive look at my own implementation experience with the system. Using data from my classroom, I explain how I analyzed my data sources, including field notes, student records, and student work to interpret how my students responded to the standards based grading model used in my classroom as well as to analyze student performance throughout the semester. This includes types of assessments implemented, grading scales and standards, and student reactions. The research from this study displays that standards based grading can foster higher levels of student performance through implementation of classroom learning objectives and a focus on growth rather than grade

Interrater Reliability in Toxicity Identification: Limitations of Current Standards.

PurposeThe National Cancer Institute Common Terminology Criteria for Adverse Events (CTCAE) v5.0 is the standard for oncology toxicity encoding and grading, despite limited validation. We assessed interrater reliability (IRR) in multireviewer toxicity identification.Methods and materialsTwo reviewers independently reviewed 100 randomly selected notes for weekly on-treatment visits during radiation therapy from the electronic health record. Discrepancies were adjudicated by a third reviewer for consensus. Term harmonization was performed to account for overlapping symptoms in CTCAE. IRR was assessed based on unweighted and weighted Cohen's kappa coefficients.ResultsBetween reviewers, the unweighted kappa was 0.68 (95% confidence interval, 0.65-0.71) and the weighted kappa was 0.59 (0.22-1.00). IRR was consistent between symptoms noted as present or absent with a kappa of 0.6 (0.66-0.71) and 0.6 (0.65-0.69), respectively.ConclusionsSignificant discordance suggests toxicity identification, particularly retrospectively, is a complex and error-prone task. Strategies to minimize IRR, including training and simplification of the CTCAE criteria, should be considered in trial design and future terminologies

Curvature and the equivalence problem in sub-Riemannian geometry

summary:These notes give an introduction to the equivalence problem of sub-Riemannian manifolds. We first introduce preliminaries in terms of connections, frame bundles and sub-Riemannian geometry. Then we arrive to the main aim of these notes, which is to give the description of the canonical grading and connection existing on sub-Riemann manifolds with constant symbol. These structures are exactly what is needed in order to determine if two manifolds are isometric. We give three concrete examples, which are Engel (2,3,4)-manifolds, contact manifolds and Cartan (2,3,5)-manifolds. These notes are an edited version of a lecture series given at the 42nd Winter school: Geometry and Physics, Srní, Czech Republic, mostly based on [8] and other earlier work. However, the work on Engel (2,3,4)-manifolds is original research, and illustrate the important special case were our model has the minimal set of isometries

Streamlining Grading toward Better Feedback

CS50 is Harvard University's introductory course aimed at majors and non-majors alike. Each week, students complete programming assignments and have traditionally received feedback from staff in the form of comments on PDFs of their code. Staff have historically reported spending significant amounts of time grading because of bottlenecks that included generating PDF documents and manually emailing feedback to students. Because we preferred that staff spend less of their time on grading logistics and more time providing feedback and helping students online or in person, we set out to improve the efficiency of the grading process. In Fall 2012, we developed and deployed CS50 Submit, a web-based utility through which staff can leave feedback for students via inline "sticky notes." Following the introduction of CS50 Submit, staff reported grading for 10% fewer hours (i.e., 42 minutes) per week and 13% fewer minutes (i.e., 4 minutes) per student, even while providing as much or more feedback. Meanwhile, we observed significantly higher levels of engagement with the course's online discussion board among staff, suggesting a more favorable distribution of staff workload. With CS50 Submit, we have also been able to audit exactly how much time staff spent grading each week in order to identify additional bottlenecks. Using CS50 Submit, we also observed that, on average, 9% of students each week never read their graders' comments, with a peak one week of 14%. The number of students who did not read feedback increased with time, which has led us to question whether asynchronous, textual comments are the most effective feedback mechanisms for students. In future terms, we plan to experiment with in-person, interactive means of delivering feedback to students. In this paper, we present CS50 Submit and the insights it has yielded into the behavior of students and staff alike.Engineering and Applied Science

Student Wiki Pages: Online collaboration in a networked environment

This chapter is concerned with student collaboration and ‘peer-support’ pedagogy as facilitated by online learning environments. Specifically the chapter discusses the use of wiki tools as part of the e-learning strategy in a first year BA (Hons) Communication and Media unit at Bournemouth University. The pedagogical aim here is to assess students’ ability to work effectively in a computer-mediated environment by applying interpersonal communication skills taught in the unit, whilst fostering a professional engagement with the unit’s theoretical foundation and facilitating student-centred learning. The Student Wiki Pages is an educational strategy that encourages students to develop active learning, media literacy and scholarship at the start of their degree programmes, providing a solid underpinning for their future studies. Collaboratively producing a wiki means students have to be self-reflexive and critically evaluate their own notes from lectures and set readings on a weekly basis. Drawing on evidence from 2010/2011, the chapter will demonstrate how the Student Wiki Pages helped inspire students’ commitment to learning by analysing five core areas where student performance improved. Practical complexities of assessing collaborative learning will be evaluated, together with a discussion on how to manage student expectations in relation to grading and feedback

Volume 25, Number 07 (July 1907)

From Schumann\u27s Workshop How to Read Music Beethoven\u27s Fondness for Out-of-Door Life Hint for the Sight Reader Success and Failure in Music: A Symposium Anton Rubinstein in His Classes Grading Music for Teaching Purposes Young Pupil and Elementary Musical Theory Teaching Material for Children Beethoven\u27s Personal Appearance Notes on the Study of Scales Arthur Foote Environment a Factor in Teaching World\u27s Greatest Pianists Emotional Appeal in Instrumental Music Paderewski\u27s Minuet in G Study of Program Musichttps://digitalcommons.gardner-webb.edu/etude/1526/thumbnail.jp

A Study to Determine How Much Correlation Exists between I.Q. and Academic Success in Mathematics, Science, English, and Social Studies

This study explores the usefulness of I.Q. designations by examining correlations between I.Q. and academic success. The researcher examines the academic grades/scores of 100 seventh grade students, grouped by I.Q. (as determined by the SRA Verbal Form) to determine correlation. Correlation between I.Q. and grades was both positive and low, indicating that while I.Q. may predict success, it does not determine it. The researcher found a stronger correlation between humanities grades and I.Q. than mathematics grades and I.Q., though there was insufficient data to determine a trend. However, the researcher notes that a person of average I.Q. has an almost equal chance of achieving a high grade as a person of high I.Q. The researcher notes that teacher attitudes towards student conduct had a significant impact on their grading practices, which may affect grade/I.Q. correlations. The author suggests future research on the correlation between student engagement and academic success, and its effect on promoting academic success among lower I.Q. students

Describing the Ball: Improve Teaching by Using Rubrics - Explicit Grading Criteria

Assessment is crucial to effective teaching and learning. Carnegie\u27s Educating Lawyers and Roy Stuckey\u27s Best Practices for Legal Education emphasize the importance of assessment. This article explains how detailed, written grading criteria describing what students should learn and how they will be evaluated should be a central part of law teachers\u27 assessment plans. The article details how rubrics can improve law student learning, and contains both detailed, step-by-step directions on creating rubrics and examples of rubrics from many different law school courses